scholarly journals Assessment of Online Information Literacy Learning Objects For First Year Community College English Composition

2016 ◽  
Vol 11 (3) ◽  
pp. 50 ◽  
Author(s):  
Mara Bordignon ◽  
Gail Strachan ◽  
Jennifer Peters ◽  
Joy Muller ◽  
Alana Otis ◽  
...  
Keyword(s):  
Information Literacy ◽  
Skill Acquisition ◽  
Test Scores ◽  
Learning Objects ◽  
English Composition ◽  
Choice Test ◽  
First Year ◽  
Face To Face ◽  
Significant Difference ◽  
The Face

Objective – The main objective was to determine whether information literacy (IL) learning objects (LOs) impact student IL competency, specifically in a foundational first year English composition course. The primary research question was: What is the effectiveness of IL LOs compared to face-to-face instruction in terms of students’ skill acquisition? Methods – The methods involved testing student IL competency through a multiple-choice test given pre- and post-IL intervention. Effectiveness was measured by assessing whether IL competency improves after exposure to one of two interventions: online IL LOs or face-to-face librarian-led workshop. Over two semesters, equal sections of the course were tested for each of these interventions. For the IL LOs group, students first completed a pre-test, then they worked independently through three online IL LOs. The three IL LOs were videos comprised of animation, screen casting, and video capture on these topics: Finding Articles at Seneca Libraries (hereafter referred to as Finding Articles), Finding Articles on Current Issues, and Popular and Scholarly Sources. The students were then given the same test again. For the face-to-face group, the pre- and post-tests were also required for the same number of sections. This study was conducted under institutional ethics approval. Results – Descriptive analysis revealed student test scores increased for both interventions, IL LOs and face-to-face. Test scores increased, on average, between 14 to 37%. In comparing post-tests, results revealed a statistically significant difference only with the first topic, Finding Articles. In this case, the IL LOs (video) group outperformed the face-to-face group by at least 10%. No significance, in terms of performance from pre- and post-test scores, was found for the other two topics. Conclusion – Both IL LO and face-to-face library led workshop interventions had a positive impact on students’ IL skill acquisition as evidenced by an overall increase in average test scores. One IL LO on Finding Articles significantly outperformed the face-to-face class equivalent. Further study is needed to track individual student performance.

Developing information literacy courses for students through virtual learning environments in Tanzania: Prospects and challenges

IFLA Journal ◽  
2021 ◽  
pp. 034003522110182
Author(s):  
Evans F Wema
Keyword(s):  
Learning Environments ◽  
Information Literacy ◽  
Teaching And Learning ◽  
Virtual Learning ◽  
Higher Learning ◽  
Virtual Learning Environments ◽  
Web Based ◽  
Face To Face ◽  
Institutions Of Higher Learning ◽  
The Face

This article reviews literature on the use of virtual learning environments by highlighting their potential and the challenges of introducing the same in Tanzania. It introduces the concept of virtual learning environments by demonstrating their applications to support teaching and learning. The article discusses the use of virtual learning environments in teaching information literacy courses by highlighting the success of using such tools in facilitating the teaching of information literacy courses to library users. In this review, special emphasis is placed on attempts by Tanzanian institutions of higher learning to introduce web-based teaching of information literacy and the challenges faced. The review reveals the need for Tanzanian institutions of higher learning to develop virtual learning environments to facilitate the teaching of information literacy courses to students and faculty so as to reach many of those who may not manage to attend the face-to-face information literacy sessions that are offered by librarians on a regular basis.

scholarly journals COVD-26. TELEPHONE CONSULTATIONS IN NEURO-ONCOLOGY DURING THE COVID-19 PANDEMIC: LEVELS OF PATIENT SATISFACTION AND COMPARISON WITH TRADITIONAL FACE-TO-FACE CONSULTATIONS

2020 ◽  
Vol 22 (Supplement_2) ◽  
pp. ii26-ii26
Author(s):  
Emma Toman ◽  
Claire Goddard ◽  
Frederick Berki ◽  
William Garratt ◽  
Teresa Scott ◽  
...  
Keyword(s):  
Patient Satisfaction ◽  
University Hospitals ◽  
Health Crisis ◽  
Patient Satisfaction Questionnaire ◽  
Telephone Consultation ◽  
Exact Test ◽  
Face To Face ◽  
Significant Difference ◽  
The Face ◽  
The University

Abstract INTRODUCTION Controversy exists as to whether telephone clinics are appropriate in neurosurgical-oncology. The COVID-19 pandemic forced neuro-oncology services worldwide to re-design and at the University Hospitals Birmingham UK, telephone clinics were quickly implemented in select patients to limit numbers of patients attending hospital. It was important to determine how these changes were perceived by patients. METHODS A 20-question patient satisfaction questionnaire was distributed to patients who attended neuro-oncology clinic in person (“face-to-face”), or via the telephone. Fisher’s exact test was used to determine significance, which was set at p< 0.05. RESULTS Eighty questionnaires were distributed between June 2020 and August 2020. Overall, 50% (n=40) of patients returned the questionnaire, 50% (n=23) of face-to-face and 50% (n=17) telephone patients. Of those who received telephone consultations, 88% (n=15) felt the consultation was convenient, 88% (n=15) were satisfied with their consultation and 18% (n=3) felt they would have preferred to have a face-to-face appointment. Of those who attended clinic in person, 96% (n=22) felt their consultation was convenient, 100% (n=23) were satisfied with their consultation and 13% (n=3) would have preferred a telephone consultation. Within the face-to-face clinic attendees, only 13% (n=3) were concerned regarding the COVID risk associated with attending hospital. There was no significant difference in patient convenience or satisfaction (p=0.565 and p=0.174 respectively) between face-to-face and telephone clinics. There was no significant difference in whether patients would’ve preferred the alternative method of consultation (p > 0.999). CONCLUSION Our study suggests that careful patient selection for neuro-oncology telephone clinic is not inferior to face-to-face clinic. Telephone clinic during COVID-19 pandemic proved to be convenient, safe and effective. This global health crisis has transformed telephone neuro-oncology consultations from an experimental innovation into established practice and should be continued beyond the pandemic in select cases.

Evaluation of a Networked Self-Testing Program

2000 ◽  
Vol 86 (1) ◽  
pp. 127-128 ◽  
Author(s):  
David E. Clarke
Keyword(s):  
Test Scores ◽  
Choice Test ◽  
First Year ◽  
Multiple Choice Test ◽  
Computerized Assessment ◽  
Testing Program ◽  
Assessment Tests ◽  
Practice Tests ◽  
Self Testing ◽  
Explained Variance

The use of a computerized, multiple-choice test bank to present practice and assessment tests on a network was evaluated with 46 men and 119 women from a first-year class in psychology. A correlation of .65 ( p <. 001) between scores on a traditional paper-and-pencil test and scores on a computerized test provided some validity for the computerized assessment. Regression analysis showed that ability (previous academic performance) and motivation (number of practice tests taken) accounted for 73% of the explained variance in computerized test scores. Sex differences did not enter the regression equation significantly.

scholarly journals Methodology of Specialist Physicians Training: From Traditional to e-Learning

2020 ◽  
Vol 17 (20) ◽  
pp. 7681
Author(s):  
Juan Chaves ◽  
Antonio A. Lorca-Marín ◽  
Emilio José Delgado-Algarra
Keyword(s):  
Life Support ◽  
Medical Training ◽  
Advanced Life Support ◽  
Sample Volume ◽  
Mixed Methodology ◽  
Face To Face ◽  
Significant Difference ◽  
The Face ◽  
E Learning ◽  
The Impact

Different studies show that mixed methodology can be effective in medical training. However, there are no conclusive studies in specialist training on advanced life support (ALS). The main objective of this research is to determine if, with mixed didactic methodology, which includes e-learning, similar results are produced to face-to-face training. The method used was quasi-experimental with a focus on efficiency and evaluation at seven months, in which 114 specialist doctors participated and where the analysis of the sociodemographic and pre-test variables points to the homogeneity of the groups. The intervention consisted of e-learning training plus face-to-face workshops versus standard. The results were the performance in knowledge and technical skills in cardiac arrest scenarios, the perceived quality, and the perception of the training. There were no significant differences in immediate or deferred performance. In the degree of satisfaction, a significant difference was obtained in favour of the face-to-face group. The perception in the training itself presented similar results. The main limitations consisted of sample volume, dropping out of the deferred tests, and not evaluating the transfer or the impact. Finally, mixed methodology including e-learning in ALS courses reduced the duration of the face-to-face sessions and allowed a similar performance.

Constructivism in Synchronous and Asynchronous Virtual Learning Environments for a Research Methods Course

2011 ◽  
Vol 2 (3) ◽  
pp. 50-63 ◽  
Author(s):  
Kenneth David Strang
Keyword(s):  
Research Methods ◽  
Educational Psychology ◽  
Virtual Learning ◽  
Methods Course ◽  
Academic Outcome ◽  
Face To Face ◽  
Significant Difference ◽  
The Face ◽  
Student Grades ◽  
Teaching Modality

Virtual learning is a popular teaching modality, and it has been reported in research that there is no significant difference in academic outcome as compared with face-to-face courses. Not all researchers agree with this assertion and some claim it is more difficult to teach math-oriented subjects online. Given that educational psychology theories are effective for teaching quantitative topics in the face-to-face modality, this study proposes and tests methods for virtual learning. Constructivism learning theory is applied using knowledge management principles to teach an online masters-level research methods course at an Australian university. Asynchronous and synchronous tools are used in the VLE, and contrasted in a controlled experiment. The hypothesis is student grades will be significantly higher when the constructivist instructional method is applied to the synchronous VLE.

scholarly journals Visual Literacy Intervention for Improving Undergraduate Student Critical Thinking of Global Sustainability Issues

2020 ◽  
Vol 12 (23) ◽  
pp. 10209
Author(s):  
Sarah E. Krejci ◽  
Shirma Ramroop-Butts ◽  
Hector N. Torres ◽  
Raphael D. Isokpehi
Keyword(s):  
Critical Thinking ◽  
Academic Success ◽  
Visual Literacy ◽  
Environmental Science ◽  
Literacy Intervention ◽  
Face To Face ◽  
Science Courses ◽  
Global Sustainability ◽  
Significant Difference ◽  
The Face

The promotion of global sustainability within environmental science courses requires a paradigm switch from knowledge-based teaching to teaching that stimulates higher-order cognitive skills. Non-major undergraduate science courses, such as environmental science, promote critical thinking in students in order to improve the uptake of scientific information and develop the rational decision making used to make more informed decisions. Science, engineering, technology and mathematics (STEM) courses rely extensively on visuals in lectures, readings and homework to improve knowledge. However, undergraduate students do not automatically acquire visual literacy and a lack of intervention from instructors could be limiting academic success. In this study, a visual literacy intervention was developed and tested in the face-to-face (FTF) and online sections of an undergraduate non-major Introduction to Environmental Science course. The intervention was designed to test and improve visual literacy at three levels: (1) elementary—identifying values; (2) intermediate—identifying trends; and (3) advanced—using the data to make projections or conclusions. Students demonstrated a significant difference in their ability to answer elementary and advanced visual literacy questions in both course sections in the pre-test and post-test. Students in the face-to-face course had significantly higher exam scores and higher median assessment scores compared to sections without a visual literacy intervention. The online section did not show significant improvements in visual literacy or academic success due to a lack of reinforcement of visual literacy following the initial intervention. The visual literacy intervention shows promising results in improving student academic success and should be considered for implementation in other general education STEM courses.

scholarly journals Learning Effectivenss of Blended Learning in Higher Education Context

2019 ◽  
Vol 4 (2) ◽  
pp. 89-96
Author(s):  
Christiana Sidupa
Keyword(s):  
Blended Learning ◽  
Test Scores ◽  
Test Score ◽  
Learning Approach ◽  
Final Test ◽  
Face To Face ◽  
Significant Difference ◽  
Post Test ◽  
Face To Face Learning ◽  
Data Collection Technique

The notion of applying ICT to support traditional learning approach (face-to-face learning) is obviously not new todays. This study aimed to seek the significant difference between the mid test and final test scores of students’ English listening and reading skills. Mid test score represents face-to-face learning approach applied from first meeting whereas final test score represents blended learning approach employed after the mid test. The method used in this study was quantitative.  A random selection of samples was carried out involving 133 first year undergraduates in Jakarta pursuing English as a compulsory course.  Data collection technique used mid and final tests of two English skills: listening and reading. This study revealed that there was a significant difference between the mid test and the post test scores.  

scholarly journals Students’ Retention of Biophysical Agents Curriculum from First to Third Year of Study

2021 ◽  
Author(s):  
Jamie Greco ◽  
Eric Lamberg
Keyword(s):  
Clinical Practice ◽  
Clinical Education ◽  
Test Scores ◽  
Physical Therapist ◽  
Knowledge Retention ◽  
Significant Loss ◽  
T Test ◽  
Future Research ◽  
First Year ◽  
Significant Difference

Purpose: Biophysical agents (BPA) are widely used in physical therapy clinical practice and is a content area included in entry level physical therapist education programs. Retention of this content is critical for clinical practice. The purpose of this study was to measure to what extent 3rd year physical therapist students (PTS) were able to recall knowledge of BPA content after a 2 -year gap by repeating an examination that was given during the first year. Specifically, 1) Is there a significant difference in retention of BPA content/material between the 1st and 3rd year of curriculum, and 2) Does exposure/use of BPA during a clinical education experience (CEE) affect retention of material? Methods: A sample of convenience of 22 current 3rd year PTS who completed a BPA course during their 1st year participated. The comprehensive written examination for the BPA course served as the test instrument to determine knowledge retention. The PTS re-took this exam in their 3rd year of study, after completing their 2nd CEE. The PTS also completed a questionnaire soliciting information about demographics and degree of exposure to BPA during their CEE. A paired t-test was used to compare 1st year and 3rd year total test scores. The PTS were divided based on BPA exposure during their CEE, and test scores were compared using an independent samples t-test. Results: There was a significant decrease in test score from 1st to 3rd year (first year was 89.5% (range: 97.0% - 80.0%) while the 3rd year was 52.1% (range: 39.0% – 67.0%). There was no significant difference (p=0.561) in mean test scores on the 3rd year test for PTS with BPA exposure during CEEs (52.6%) vs those that did not (50.4%). Conclusions: Like other health professions, there was a decrement in knowledge retention. Results indicate a significant loss of retention of BPA knowledge when provided a 2-year gap, which was unaffected by exposure to BPA during CEEs. Exploring methods to improve knowledge retention in BPA curriculum may be needed. Future research should investigate retention with other methods of instruction including those that incorporate more active learning methods.

scholarly journals Faktor Jantina dan Kepuasan Klien dalam Perkhidmatan E-Kaunseling

Sains Insani ◽  
2021 ◽  
Vol 6 (1) ◽  
pp. 52-58
Author(s):  
Zaida Nor Zainudin ◽  
Siti Aishah Hassan ◽  
Nor Aniza Ahmad ◽  
Yusni Mohamad Yusop ◽  
Wan Norhayati Wan Othman
Keyword(s):  
Interaction Effect ◽  
Client Satisfaction ◽  
Short Form ◽  
Study Groups ◽  
Control Group ◽  
Face To Face ◽  
Male Clients ◽  
Significant Difference ◽  
The Face ◽  
Alternative Service

Memandangkan kemampuan internet mewujudkan prasarana yang sesuai untuk membina hubungan, pengamal kaunseling telah mengambil inisiatif memaksimumkan ruang internet ini. Satu perkhidmatan alternatif menolong melalui interaksi maya ini diwujudkan. E-Kaunseling telah mula mendapat perhatian kaunselor sebagai satu perkhidmatan alternatif yang ditawarkan kepada klien.Kajian ini bertujuan untuk meneroka sejauh mana keberkesanan perkhidmatan E-Kaunseling terhadap jantina. Kajian eksperimental-kuasi ini menggunakan reka bentuk Kumpulan Kawalan Ujian Pra Dan Ujian Pasca. Data kuantitatif diperolehi menggunakan soal selidik Client’s Satisfaction Inventory Short-Form (CSI-SF). Seramai 60 subjek kajian terlibat dan dijalankan dalam dua kumpulan kajian iaitu kumpulan kawalan menggunakan kaedah Kaunseling Bersemuka dan kumpulan eksperimen pula menggunakan kaedah E-Kaunseling.Dapatan menunjukkan tiada perbezaan antara jantina dan Kepuasan Klien dalam kedua-dua kaedah dan hasil analisis Anova Dua Hala menunjukkan tiada perbezaan utama (main interaction) antara Jantina dan Kepuasan klien. Hasil analisis lanjut menggunakan Anova Sehala menunjukkan kesan interaksi (interaction effect) bahawa klien lelaki mendapat lebih kepuasan dalam kaedah E-kaunseling manakala klien perempuan mendapat lebih kepuasan dalam kaedah Kaunseling bersemuka. Implikasi kajian ialah kepada kaunselor sekolah dalam menawarkan perkhidmatan e-kaunseling bagi membantu pelajar yang ingin mendapatkan perkhidmatan kaunseling di luar waktu persekolahan. In view of the ability of the internet to create an appropriate relationship-building infrastructure, counselling practitioners have taken the initiative to optimize this internet space. An alternative service aims to establish this virtual interaction. E-Counselling has begun to catch the eye of counsellors as an alternative service offered to clients.This study aims to explore the effectiveness of E-Counselling services on gender.This quasi-experimental study uses the design of Pre-Test and Post-Test Control Groups. Quantitative data were obtained using the Client’s Satisfaction Inventory Short-Form (CSI-SF) questionnaire. A total of 60 participants were involved and conducted in two study groups, namely the control group using the Face-to-Face Counselling method and the experimental group using the E-Counselling method. Findings show no difference between gender and Client Satisfaction in both methods and the results of the Two-Way Anova analysis show no significant difference between Gender and Client Satisfaction. The results of further analysis using One-Way Anova show the interaction effect that male clients get more satisfaction in the E-counselling method while female clients get more satisfaction in the face-to-face counseling method. The implication of the study is for school counselors to provide e-counseling programs to support students who want to access counseling after school hours.

scholarly journals The benefits of good tutor-student relationships in the first year

2019 ◽  
Vol 10 (2) ◽  
pp. 23-33
Author(s):  
Ella R Kahu ◽  
Catherine Picton
Keyword(s):  
Help Seeking ◽  
Well Being ◽  
First Year ◽  
Student Relationships ◽  
Face To Face ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Hands On ◽  
The Face ◽  
Affective Dimensions

Teacher-student relationships (TSR) are an important influence on the student experience at university. Existing research, predominantly with lecturers, highlights that these relationships have academic and affective dimensions. Studies demonstrate good TSR increase student motivation, engagement, and learning. The current study adds a student voice to this topic, focussing on their views of tutoring staff, who undertake much of the face-to-face teaching in universities. The qualitative study followed 19 students through their first year at an Australian university. The students identified four characteristics of a ‘good’ tutor: helpful, caring, likeable, and hands-on. Students talked about multiple benefits of having a good tutor including increased help-seeking, studying harder, more interest in class, and improved well-being and belonging. The importance of the tutor role is underestimated and institutions would do well to better support these valuable staff.

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